Although
recent curriculum reforms and a new national college entrance exam promote the importance of «quality education,» few schools and teachers have fully adopted the approach.
Recent curriculum reforms in China are creating a demand for new ways to engage students in deeper learning experiences.
Not exact matches
Simply stated, she believes it should recapture the strengths of the traditional public school system, incorporate a vigorous common
curriculum and renounce many of the theories, practices, policies and programs that have constituted America's major education -
reform emphases in
recent years.
This is particularly the case in countries where
curriculum reform has occurred in
recent years.
A
recent Friedman Foundation report, for example, bemoaned testing requirements that «may force all participating schools to move in the direction of a single, monopolistic
curriculum and pedagogy...» And analysts at the Cato Institute went so far as to send letters to Indiana private schools urging them not to participate in the state's new voucher program, which it called a «strategic defeat» for school
reform, in part because of its testing and transparency requirements.
Recent years have also brought a principled critique by influential scholars — E.D. Hirsch, Grover Whitehurst, and Diane Ravitch come immediately to mind — of both standards - based
reform and school choice, on the grounds that these changes neglect crucial issues of
curriculum and instruction (and so neglect what actually goes on in classrooms between teachers and students).
In
recent years, we have partnered with an urban school district in a systemic middle level science
curriculum reform effort.
Recent studies have shown that merely adding technology to one's curriculumis not enough to bring about instructional
reform in social studies education.There is a need for «thoughtful
curriculum development, and careful instructionaldesign based on the thorough and on - going explication of assumptions aboutsociety, learners and learning, as these are critical to the productive useof technology as to any other teaching mode» (Shaver, 1999, p. 27).
It suggests that many
recent reform efforts — among them improved developmental conditions from birth to age five, universal prekindergarten, reduced class sizes in the early grades, and standardized
curricula — are succeeding in keeping Baltimore...
This movement is prominently represented in the ABA's MacCrate Report44 and the more
recent proposals for revamping the legal
curriculum advanced by the Carnegie Foundation.45 As Professor Backer recently observed, the Carnegie - MacCrate proposals for
reform have largely neglected globalization, and the globalization proposals for
reform have largely neglected the Carnegie - MacCrate emphasis on professional experience.46 Globalizing LRW instruction would create an opportunity for bringing these two strands of legal education
reform closer together.
Recent ideas for
reform have drawn on diverse sources, including the Carnegie Report, 6 as well as newly proposed recommendations for «best practices» in legal education7 and highly publicized accounts of changes in law school
curricula at elite schools like Harvard.8 Like several earlier proposals, 9 these
reform efforts concentrate on law schools» failure to deal systematically with training for legal practice, as well as on these schools» haphazard approach to teaching legal ethics.